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Title: Development and Assessment of a Vignette Survey Instrument to Identify Responses due to Hidden Curriculum among Engineering Students and Faculty
One of the pivotal goals in engineering education is to broaden participation of different minorities. An overlooked barrier yet to be explored is how hidden curriculum and its connected constructs may impede this goal. Hidden curriculum (HC) refers to the unwritten, unofficial, and often unintended assumptions, lessons, values, beliefs, attitudes, and perspectives in engineering. This paper will present the development and assessment of a mixed-method vignette survey instrument to evaluate the responses of current engineering students and faculty when exposed to several examples of hidden curriculum. Results from 153 engineering students and faculty across the United States and Puerto Rico were used to assess the survey sub-subscales (HC awareness, emotions, self-efficacy, and self-advocacy). Findings revealed Cronbach alpha coefficients of 0.70 (HC awareness), 0.73 (emotions), 0.91 (self-efficacy), and 0.91 (self-advocacy). The overall instrument had a reliability of 0.74. Alongside HC awareness, we found that among different axes of inequity, gender, role, and institution type are important elements that shaped the responses of these engineering populations.
Authors:
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Award ID(s):
1653140
Publication Date:
NSF-PAR ID:
10207592
Journal Name:
IJEE International Journal of Engineering Education
Volume:
36
Issue:
5
Page Range or eLocation-ID:
1549-1569
ISSN:
2540-9808
Sponsoring Org:
National Science Foundation
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